Is AIDS taking over the world? :: Free AIDS Essays

Is AIDS taking over the world? A disease is an abnormality of an animal or plant, caused by a pathogenic organism. Therefore, disease resistance is the ability to withstand the attack of these pathogens and remain virtually unaffected. The disease may be infectious (communicable), caused by invading organisms that live parasitically on or within the body. The disease causing organisms include viruses, some bacteria and certain other organisms that may be passed from person to person – e.g. Plasmodium that causes malaria. Other types of communicable disorders are fungal, bacterial and viral diseases. The alternative type of disease to the contagious sorts above, are non-communicable disorders, which are not infectious. These can be caused by unfavourable environmental conditions. Cancer, allergies, genetic diseases and mental disorders all fall into this category. AIDS is a viral infection, caused by an RNA retrovirus. A virus consists of a strand of nucleic acid (in this case RNA), wrapped in a capsid (a protein coat). The AIDS virus has an external envelope, made of lipid and protein. This envelope is derived from the cell membrane of the host cell in which the virus replicated. The virus contains reverse transcriptase enzyme. AIDS stands for Acquired Immune Deficiency Syndrome; meaning that one is able to catch it, it is a weakness in the body’s system that fights diseases, and is a group of health problems that makes up a disease. A virus called HIV (Human Immunodeficiency Virus) causes AIDS. If the body is effected, it will try to fight the infection. The immune system will produce antibodies, which are special molecules in the blood with the function to attack foreign bacteria or viruses. They attack antigens in a number of ways, by: making them clump together, neutralising the toxins released, reacting with the bacterial cells so as to ensure attachment to the phagocytes, and also damaging the cell wall using hydrogen peroxide.7 The HIV virus is passed from one person to another via blood-to-blood or sexual contact. In addition, infected pregnant women can pass HIV to their babies during pregnancy or delivery, as well as through breast-feeding. The virus is transmitted in body fluids: blood, semen, vaginal fluid, breast milk and other blood containing fluids have all been proven to carry spread the virus. By killing or impairing cells of the immune system, HIV progressively destroys the body’s ability to fight infections and certain cancers.

Difference Between Learning Outcomes and Learning Objectives

What's the Difference Between Learning Outcomes and Learning Objectives? Learning Objectives: †¢tend to describe specific, discrete units of knowledge and skill †¢were useful during the 1970's and 1980's when attempts were made to describe workplace activities as specific tasks to be completed †¢can be accomplished within a short time frame – still may be relevant for a class period †¢tend to be statements of intent; do not necessarily suggest that the behaviour has been demonstrated Learning Outcomes: describe broad aspects of behaviour which incorporate a wide range of knowledge and skill †¢increased use in the 1990's when workplace requirements involve broader skillsets which are transferable to a wide range of work settings †¢accomplished over time in several learning experiences †¢refer to demonstrations of performance ________________________________________ More about the difference between Learning Outcomes and Course Objectives Learn ing outcomes tend to represent the â€Å"big picture† as opposed to the specific details and discrete aspects or chunks of performance.In the 1950’s and 60’s, the emphasis was on a person doing specific job tasks which required specific knowledge for an extended period of time. In contrast, rapid technological changes of the 1990’s require that the worker readily and repeatedly adapt to new job skill requirements which emphasize an ability to focus on broader concepts. As part of this new workplace structure, the ability to work in teams has been increasingly emphasized. Curriculum design trends have undergone similar transformations.Behavioural objectives of the 60’s and 70’s which described very specific and detailed aspects of behaviour, have now been replaced with the broader learning outcomes statements that incorporate broader aspects of performances. These performances have a variety of knowledge, skills and attitudes embedded within them. Contrast the following behavioural objective statement: †¢Given a paragraph of ten sentences, the student will be able to identify ten rules of grammar which are used in its construction with the Learning Outcomes statement: The student will have reliably demonstrated the ability to use the conventions of grammar when creating paragraphs. How might the learning activities and methods of assessment differ in view of the two statements? As another example, consider the following statements: Learning Objective: At the end of this class, the learner will be able to: †¢Define affirmative action; †¢Describe three factors which promote affirmative action in the workplace. Learning Outcome: At the end of this course the learner will have reliably demonstrated the ability to develop affirmative action programs within a workplace environment.What differences can you see between these statements? Differences L. O. is a much broader performance statement L. O. represents an end stage of performance Learning outcomes are not written at the class level since they represent broad, statements which incorporate many areas of inter-related knowledge and skill that may be developed over time through a wide range of experiences. Class room or short learning sessions would address course learning outcomes, but not be considered sufficient opportunity for the student to achieve the outcome in a single episode of learning.

Hunting skills Essay

Without hunting we would all be dead. Our ancestors needed to hunt for food and clothing. Hunting is very important to our human history. Today hunting is not as significant to some people, the populaces who hunt these days hunt for food or they hunt for a hobby. To hunt successfully, you need patience, the equipment and skill. Patience is one of the key ingredients to a good hunt. One of the hardest things to do for me is being patience because half of the time you are sitting (or standing) in one spot looking for the animal and if you see the animal you got to debate whether you want it or to look for a better animal. If it is not in a good position you got to wait for it to move to get a good shot. Having patience is one of the best things to have when hunting. Having the right equipment when hunting is like going to school with a pencil it is common sense. The weapon is the most important so you can get the animal, but you need different weapons for different animals like 22. is good for hunting grouse, not for hunting a moose. Clothing is second; you do not want to go hunting in a T-shirt and jeans there is clothing made just for hunting. The right gear is vital to a successfully hunt. Skill is everything you need to be a great hunter. First a skilled hunter would know how to find the animal, where it lives. Second you need to be a good shot because you do not want to miss the animal then it would get scared and run away. Also you do not want to shot the animal more than once because the meat would get ruined. Skill is all you need to have a good hunt. Hunting is a way of life and a hobby to some. People have been hunting throughout the ages and are still hunting today.

Write About Kids and Discover a Pot of Gold

Write About Kids and Discover a Pot of Gold Writing short pieces on kids-related topics is a good way to earn extra dollars as a freelance writer in between writing on longer, more complex projects.    I’m not referring to those long feature articles that child experts often write, but those ideas on children’s crafts, parties, sports, games, educational projects, recipes, short kids’-says, etc. that nearly anyone can write. Have you come up with a solution to end your child’s fear of the boogeyman, for example? Is your five-year-old always saying the cutest things? Well, there’s quick and easy in writing about those things. I began writing short familial or kids’ pieces quite Driving through the South one year with yet another young granddaughter, both of us numbed I wrote about other kid-related incidentsan article for a newspaper about how I remained connected with my twin grandsons in another state when they were young and another for Mature Living about how one preteen granddaughter and I collaborated on writing a middle-grade novel, are but two. My grandchildren are young adults now and my larder of kids’ things to write about is pretty much empty, but for those of you parents-slash-writers (or non-writers) with young children and real-parent advice or ideas on almost anything, a pot of gold (well, almost) awaits you in pursuing these profitable family/child related articles. There are many parenting magazines that deal solely with family/children related features; however, the opportunities don’t stop at THEIR doorstep. Many general magazines, Christian magazines, inspirational magazines, educational magazines, retirement magazines, and even the true romance magazines are always looking for good family/child pieces.    If, like me, however, your children and grandchildren are grown, you can still tap into these markets One of the really neat compensations for writing these short pieces IS the compensation.   I’ve written twenty-page essays that have paid less than what these have paid.   And, if you take into consideration the return of investment vs. the time spent composing these pieces, you definitely come out on top.   Here’s what I mean.   Let’s suppose a kids’ say takes only 20 minutes, give or take, to put together, and pays $50.   If you do three, you’ve earned $150 for an hour’s work.   True, these amusing kids’ quips will not come to you in neat packages of three, but the end-game is still the same$150 an hour.      So, get out your pencil, or crayon, or tap out a few lines on your keyboard and make some fast and easy money writing about and/or for kids. Mature Living- request guidelines Woman’s World- send short kids’ says/anecdotes to Woman’s World, 270 Sylvan Ave., Englewood Cliffs, NJ 07632 (magazine can be bought at checkouts in supermarkets)/ pays $50 for kids’ says. Media for Living- mediaforliving.org/contact/ pays around $50 FamilyFun- http://familyfun.go.com/magazine/contact-us-819817/ pays $1.25 per wd., $75 for simply supplying an idea to be written

Centeotl - The Aztec God (or Goddess) of Maize

Centeotl - The Aztec God (or Goddess) of Maize Centeotl (sometimes spelled Cinteotl or Tzinteotl and sometimes called Xochipilli or Flower Prince) was the main Aztec god of American corn, known as maize. Centeotls name (pronounced something like Zin-tay-AH-tul) means â€Å"Maize Cob Lord† or â€Å"the Dried Ear of the Maize God†. Other Aztec gods associated with this all-important crop included the goddess of sweet corn and tamales Xilonen (Tender Maize), the goddess of seed corn Chicomecotl (Seven Serpent), and Xipe Totec, the fierce god of fertility and agriculture. Centeotl represents the Aztec version of a more ancient, pan-Mesoamerican deity. Earlier Mesoamerican cultures, such as the Olmec and Maya, worshiped the maize god as one of the most important sources of life and reproduction. Several figurines found at Teotihuacn were representations of a maize goddess, with a coiffure resembling a tasseled ear of maize. In many Mesoamerican cultures, the idea of kingship was associated with the maize god. Origin of the Maize God Centeotl was the son of Tlazolteotl or Toci, the goddess of fertility and childbirth, and as Xochipilli he was the husband of Xochiquetzal, the first woman to give birth. Like many Aztec deities, the maize god had a dual aspect, both masculine and feminine. Many Nahua (Aztec language) sources report that the Maize god was born a goddess, and only in later times became a male god named Centeotl, with a feminine counterpart, the goddess Chicomecotl. Centeotl and Chicomecotl oversaw different stages in maize growth and maturation. Aztec mythology holds that the god Quetzalcoatl gave maize to humans. The myth reports that during the 5th Sun, Quetzalcoatl spotted a red ant carrying a maize kernel. He followed the ant and reached the place where maize grew, the â€Å"Mountain of Sustenance†, or Tonacatepetl (Ton-ah-cah-TEP-eh-tel) in Nahua. There Quetzalcoatl turned himself into a black ant and stole a kernel of corn to bring back to the humans to plant. According to a story collected by the Spanish colonial period Franciscan friar and scholar Bernardino de  Sahagà ºn, Centeotl made a journey into the underworld and returned with cotton, sweet potatoes, huauzontle (chenopodium), and the intoxicating drink made from agave called octli or pulque, all of which he gave to humans. For this resurrection story, Centeotl is sometimes associated with Venus, the morning star. According to Sahagun, there was a temple dedicated to Centeotl in the sacred precinct of Tenochtitln. Maize God Festivities The fourth month of the Aztec calendar is called Huei Tozoztli (The Big Sleep), and it was dedicated to the maize gods Centeotl and Chicomecotl. Different ceremonies dedicated to green maize and grass took place in this month, which began around April 30th. To honor the maize gods, people carried out self-sacrifices, performing blood-letting rituals, and sprinkling the blood throughout their houses. Young women adorned themselves with necklaces of corn seeds. Maize ears and seeds were brought back from the field, the former placed in front of the gods images, whereas the latter were stored for planting in the next season. The cult of Centeotl overlapped that of Tlaloc and embraced various deities of solar warmth, flowers, feasting, and pleasure. As the son of the earth goddess Toci, Centeotl was worshipped alongside Chicomecoati and Xilonen during the 11th month of Ochpaniztli, which begins September 27th on our calendar. During this month, a woman was sacrificed and her skin was used to make a mask for Centeotls priest. Maize God Images Centeotl is often represented in Aztec codices as a young man, with maize cobs and ears sprouting from his head, handling a scepter with green cob’s ears. In the Florentine Codex, Centeotl is illustrated as the god of harvest and crop production. As Xochipilli Centeotl, the god is sometimes represented as the monkey god Oà §omtli, the god of sports, dancing, amusements and good luck in games. A carved paddle-shaped palmate stone in the collections of the Detroit Institute of Arts (Cavallo 1949) may illustrate Centeotl receiving or attending a human sacrifice. The head of the deity resembles a monkey and he has a tail; the figure is standing on or floating above the chest of a prone figure. A large headdress accounting for over half of the length of the  stone  rises above Centeotls head and is made up of either maize plants or possibly agave. Edited and updated by K. Kris Hirst Sources Aridjis, Homero. Deidades Del Panteà ³n Mexica Del Maà ­z. Artes de Mà ©xico 79 (2006): 16–17. Print.Berdan, Frances F. Aztec Archaeology and Ethnohistory. New York: Cambridge University Press, 2014. Print.Carrasco, David. Central Mexican Religion. Archaeology of Ancient Mexico and Central America: An Encyclopedia. Eds. Evans, Susan Toby and David L. Webster. New York: Garland Publishing Inc., 2001. 102–08. Print.Cavallo, A. S. A Totonac Palmate Stone. Bulletin of the Detroit Institute of Arts 29.3 (1949): 56–58. Print.de Durand-Forest, Jacqueline, and Michel Graulich. On Paradise Lost in Central Mexico. Current Anthropology 25.1 (1984): 134–35. Print.Long, Richard C. E. 167. A Dated Statuette of Centeotl. Man 38 (1938): 143–43. Print.Là ³pez Luhan, Leonardo. Tenochtitln: Ceremonial Center. Archaeology of Ancient Mexico and Central America: An Encyclopedia. Eds. Evans, Susan Toby and David L. Webster. New York: Garland Publishing Inc., 2001. 712 –17. Print.Menà ©ndez, Élisabeth. Maà ¯s Et Divinites Du Maà ¯s Daprà ¨s Les Sources Anciennes. Journal de la Socià ©tà © des Amà ©ricanistes 64 (1977): 19–27. Print. Smith, Michael E. The Aztecs. 3rd ed. Oxford: Wiley-Blackwell, 2013. Print.Taube, Karl A. Aztec and Maya Myths. Austin: University of Texas Press, 1993.Taube, Karl. Teotihuacn: Religion and Deities. Archaeology of Ancient Mexico and Central America: An Encyclopedia. Eds. Evans, Susan Toby and David L. Webster. New York: Garland Publishing Inc., 2001. 731–34. Print.Von Tuerenhout, Dirk R. The Aztecs: New Perspectives. Santa Barbara: ABC-CLIO Inc., 2005. Print.

Musil, behind the wall Assignment Example | Topics and Well Written Essays - 250 words

Musil, behind the wall - Assignment Example It resulted to long-term cooperation between the environmentalists, the religious community and the scientists. So many religious environmental writers have come up to address the continuing environmental crisis and the climate change that continues to worsen (4-6). Musil asserts that the Roman Catholics have not been left behind. John Paul II made some significant efforts when he moved the Roman Catholic Church towards environmental concerns (9). St. Francis was made the patron who would be in charge of the environment in the late 1970s. In addition, he questioned the science and technology that had resulted to the problems of destruction from the nuclear weapons (10). On the other hand, Judaism has been blamed for the various environmental sins that have resulted from modern chronic consumerism and industrialism. Since the production of a journal named peace Seders the ecologically minded groups from the Jewish religion started connecting, and this resulted to representation in the Kyoto negotiations of all denominations (11-13). Musil is openly in support for the religious environmental movements as the publication has revealed discuss all the religious groups and the steps they have taken to address the issues regarding the environment. In addition, at the end of his article, he gives various recommendations to the religious climate movement to inspire grassroots congregations and offer a stable prophetic critique of inaction. He particularly notes that the movement has experienced a period of reevaluation within Obama’s Administration (22). He is in support of the religious environmental movement and illustrates that the main strength is that it can take a concern on social action and get hope within its theological and Biblical

Critical theories of bodies, sexualities and identities Research Paper

Critical theories of bodies, sexualities and identities - Research Paper Example The new identity created a new binary heterosexual-homosexual relation and as result communities over the world polarized. The new homosexual identity thus developed has become an international standard now. Today becoming gay is to adapt a particular set of life style, standard, and behavior. The Western gay identity has become almost a de facto identity of this post modern world (Fortier). Judith Butler on the regulatory system of sex/gender: â€Å"The construction of coherence conceals the gender discontinuities that run rampant within heterosexual, bisexual and gay and lesbian contexts in which gender does not necessarily follow from sex, and desire, or sexuality generally, does not seem to follow from gender – indeed, where none of these dimensions of significant corporeality express or reflect one another. When the disorganization and disaggregation of the field of bodies disrupt the regulatory fiction of heterosexual coherence, it seems that the expressive model loses its descriptive force† (Butler 131). The highlight here is that, Homosexuality is not a social menace, it is an identity as well an indispensible part of our society. Sexuality theory The recent decades have encountered proliferation of scholarship on sexuality which has given development of the sexuality theory. Apart from these researchers also stresses focus on the aspects that often permeate our culture and living, seeking answers the things which will come under the classification of sexuality and which do not come under the purview of sexuality. The sexuality theories also help to have a clear view on the ways in which it is understood as a concept, an identity, and as attraction and behavior (Sexuality theory).Sexuality as a concept was not introduced into language until the 19th century. The identification of the word was coined by Health especially in relation with sex as a reproductive function in both plants and animals. In 1889, it was first publicly used by a surg eon who used this term in reference to the surgical removal of a woman’s ovaries. Since then, the term has appeared both in the medical and the other settings and its meaning has become highly complex. Soon newly emerging sciences of psychology and sexology have designed to classify the human sexual behavior in order to describe and quantify it. The cataloguing of sexuality resulted in a shift away from sexual relations being seen only to the people’s behavior and to their identities and the object of desire started to define the individual’s sexuality. The study of sexuality adapted the sexual behavior with a system of heterosexual marriage as the standard any deviation from the heterosexual behavior or attraction outside was regarded and seen as deviant. This deviant conjecture was explored by the sexologists of the nineteenth century with the evolution of the concept of homosexuality which is an age old human sexual behavior. The concept of sexual orientation emerged as a concept describing the human beings emotional, romantic or the sexual attraction towards each other. Sexual orientation is different from the sexual behavior because it signifies that a person may or may not behave according to their sexual orientation. A common notion of the sexual orientation is that a person’s sexual orientation is either heterosexual or homosexual. However the sexual orientation is much more complex and unpredictable phenomena which several